Raising teacher quality has become education reform's top priority
(Breaking Ranks II: Strategies for Leading High School Reform, 2004). The No
Child Left Behind (NCLB) Act requires that states employ only "highly qualified"
teachers by the end of the 2005-2006 school year, and research has
demonstrated teacher quality is the most important educational factor predicting
student achievement (Goldhaber & Anthony, 2003). Sanders and Rivers (1996)
indicate that positive and negative impact of a teacher on a student's academic
performance is cumulative. Therefore, students with less exposure to qualified
teachers seem less likely of achieving academic success than those with more.
Given the recurrence of disappointing results on student learning assessments at
the national and international levels, too many of America's students do not
appear to be receiving enough exposure to qualified teachers (Suh & Fore, 2002)
Despite general agreement about the importance of high quality teachers,
researchers, practitioners, policy makers, and the public have been unable to
reach consensus on exactly what behaviors, and characteristics constitute a
good teacher (Rice, 2003). The purpose of this research was to confirm with high
school teachers' and administrators' the perceptions of those behaviors and
characteristics that constitute effective teaching at the high school level as
determined by a DACUM (Developing A Curriculum) panel.
The study employed a mixed methods approach that included both a
DACUM Research Chart and a questionnaire instrument. The results indicate
that there is general agreement between what the DACUM panel and high school teachers and administrators felt were the behaviors and characteristics of
effective high school teachers. This research will assist policy makers and
educators in improving teacher preparation and induction programs, selecting
and hiring of new teachers, providing effective professional development, and
improving teacher evaluation instruments.

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Teacher effectiveness -- Rhode Island

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Effective teaching -- Rhode Island

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High school teachers -- Rating of -- Rhode Island

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Qualities of effective high school teachers in grades 9-12 : perceptions of high school teachers and administrators from the state of Rhode Island

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Thesis

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no

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